effective staff development
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Effective Staff Development. A Path to Continuous Improvement. NSDC's Staff Development Standards. Context Standards Learning Communities - PowerPoint PPT PresentationTRANSCRIPT
EffectiveStaff DevelopmentA PATH TO CONTINUOUS IMPROVEMENT
NSDC's Staff Development Standards
Context Standards Learning Communities Learning Communities
Staff development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district.
LeadershipStaff development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.
ResourcesStaff development that improves the learning of all students requires resources to support adult learning and collaboration.
NSDC's Staff Development Standards
Process Standards Data-Driven Staff development that improves the learning of
all students uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement.
NSDC's Staff Development Standards
Research-BasedStaff development that improves the learning of all students prepares educators to apply research to decision making.
DesignStaff development that improves the learning of all students uses learning strategies appropriate to the intended goal.
NSDC's Staff Development Standards
Content Standards Equity
Staff development that improves the learning of all students prepares educators to understand and appreciate all students; create safe, orderly and supportive learning environments; and hold high expectations for their academic achievement.
Quality TeachingStaff development that improves the learning of all students deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately.
NSDC's Staff Development Standards
Key components of effective professional development
More than a one-shot approach-often referred to as drive-by pd
Has a common theme and provides opportunities for practice
Delivery-plus modeling-practice-plus feedback-followed by coaching is the most effective.
What the Experts Say
The most successful corporation of the future will be a learning organization” (Senge, 1990, p. 4).
“Every enterprise has to become a learning institution
[and] a teaching institution. Organizations that build in continuous learning in jobs will dominate the 21st century” (Drucker, 1992, p. 108).
“Preferred organizations will be learning organizations. . . . It has been said that people who stop learning stop living. This is also true of organizations” (Handy, 1995, p. 55).
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What The Experts Say
“If schools want to enhance their organizational capacity to boost student learning, they should work on building a professional community that is characterized by shared purpose, collaborative activity, and collective responsibility among staff” (Newmann & Wehlage, 1995, p. 37).
“[We recommend that] schools be restructured to become
genuine learning organizations for both students and teachers: organizations that respect learning, honor teaching, and teach for understanding” (Darling-Hammond, 1996, p. 198).
“We argue, however, that when schools attempt significant reform, efforts to form a schoolwide professional community are critical” (Louis, Kruse, & Raywid, 1996, p. 13).
What The Experts Say
Only the organizations that have a passion for learning will have an enduring influence” (Covey, Merrill, & Merrill, 1996, p. 149).
“The new problem of change . . . is what would it take to make the educational system a learning organization—expert at dealing with change as a normal part of its work, not just in relation to the latest policy, but as a way of life” (Fullan, 1993, p. 4).
“We have come to realize over the years that the development of a learning community of educators is itself a major cultural change that will spawn many others” (Joyce & Showers, 1995, p. 3).
Doing Professional Development Correctly
One-time event—produces a.01 effect size Present/Model produces a .03 effect
size P/M/Practice/Feedback .39 effect
size P/M/P/F/Coaching 1.68 effect size(coaching involves ongoing involvement-CI)Fullan, 1995; Joyce and Showers 1991; Mehring,
1991
Empowering People
Give a man a fish and he will be hungry again in an hour
Teach a man to fish and he will be empowered to help others learn to fish
Give teachers lesson plans and help them for the day
Give a teacher the opportunity and support to produce effective plans and you empower them to change lives Forever!!!
What does the Data Say?
ALLSUBJ BI E2 EOC EOG M1 MA RD SC0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
33.530.7
37.6
31.234.0
26.1
33.4 32.2
40.6
Percent
Percent
Total Number who Passed/Failed0
200
400
600
800
1000
1200
1400
660
1318
PassedFailed
Steps to Change
Step 1: Create Urgency Step 2: Form a Powerful Coalition Step 3: Create a Vision for Change Step 4: Communicate the Vision Step 5: Remove Obstacles Step 6: Create Short-Term Wins